“If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank. It’s actually not blank, it’s white. That white background is just “there” and we don’t think much about it… When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from the norm, and how they don’t fit perfectly.” (Milne, 2013)
My Cultural Intelligence:
“Caring for students as culturally located individu-als within a framework of positive student–teacher relationships is considered beneﬁcialfor all students, but particularly so for M¯aori (Bishop et al., 2003; Hall & Kidman, 2004).Valenzuela (1999) distinguished between aesthetic caring, which involved affective expres-sion only, and authentic caring, which entails deep reciprocity and, in the case of teachers,taking responsibility for providing an education environment in which their students thrive.Authentic caring entails getting to know students, attending to student input regardingteaching and learning, respecting students’ intellectual abilities, and valuing identitiesstudents bring into school from home. Thus caring for students as culturally located indi-viduals, as understood in this context, goes beyond simple feelings of affect to implicationsfor teacher pedagogy and how teachers support student learning.” (Savage…, 2011)
As I started to read this weeks required reading I felt a strong connection with the concept of relationships. Relationships could be teacher – student, student – student, teacher – parent, teacher – teacher, the list is ongoing and comprehensive. What ever the relationship, they are key to ensure successful outcomes in schooling. To ensure educational success for all students teacher – student relationships must move beyond the surface knowledge of a child and delve deeper in really knowing that child and their culture. It is with these understandings that true engagement with the learning can take place. I firmly believe that if you build these relationships with all students they will feel cared for, valued and understood. As their self esteem grows within the school environment learning becomes a natural part of their journey.
In completing the survey as part of the notes for this week I realised that I only have a developing understanding of Cultural Intelligence. I need to continue to develop my own understanding of this and continue to implement it more effectively into my practice to ensure I build relationships with my students that show an awareness of their culture.
Vision, Mission, and Core values
As a school our vision, mission and core values have been in a state of development over the last two years. After much consultation these have now been released. The school consulted with our community including our local Iwi as part of the process. In 2014 the school was gifted its Māori name by our local Taumutu Rūnanga: Te Kura o Papatahora. In 2016 the schoolwhakataukī was gifted to us:
We are on the waves of learning in our waka
(Te Taumutu Rūnanga)
Bishop. R., Berryman, M., Cavanagh, T. & Teddy, L. (2009).Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5),734–742.
Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.
Milne, B.A. (2013). Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868
Savage,C, Hindleb, R., Meyerc,L., Hyndsa,A., Penetitob, W. & Sleeterd, C.(2011) Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum .Asia-Paciﬁc Journal of Teacher Education, 39(3), 183–198: (Available to download from Unitec Library)
Te Toi Tupu. (n.d.). Pasifika: Participation, Engagement, Achievement tool. Retrieved from http://www.tetoitupu.org/pasifika-participation-engagement-achievement-tool
Unitec. (n.d). Learning and Teaching at Unitec Institute of Technology. Retrieved from Booklet.http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf
Van Dyne, L., Ang, S., Ng, K. Y., Rockstuhl, T., Tan, M. L. & Koh, C. (2012). Sub-dimensions of the four factor model of cultural intelligence: expanding the conceptualisation and measurement of cultural intelligence. Social and Personality Psychology Compass, 6(4), 295-313.
Image retrieved from: http://www.tetaumuturunanga.iwi.nz/about-te-taumutu-runanga/